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Professor JIANG, Lianjiang George

Professor JIANG, Lianjiang George

Professor JIANG, Lianjiang George

Assistant Professor

Academic Unit of Language and Literacy Education

Qualification

BA&MA(CQU),PhD(HKU),Postdoc(UM)

Email

[javascript protected email address]

Phone

(852) 3917 5729

Location

Room 656, Meng Wah Complex

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

Biography

Dr Lianjiang Jiang (George) is an education researcher and a language teacher educator. His expertise is in multimodality and multiliteracies in second language education, with a focus on digital multimodal composing, digital/multilingual pedagogies, and L2 writing and feedback. He pioneers in defining digital multimodal composing as a valid new literacy activity in L2 classrooms. He is also the creator of the genre-based model to evaluate digital multimodal composing. He is interested in how traditional reading and writing can be expanded and repurposed in today’s digital and multimodal world. He is guided by his conviction that second language education should be responsive to linguistic and cultural diversity, social change, and digital advancements. He is passionate about developing digital multimodal pedagogies to empower marginalized second language learners and teachers to cross the linguistic, cultural, and digital divides for individual growth and social mobility. His research has a strong social equity orientation that shapes his teaching and practice.  

 

Lianjiang (George) is Principal Investigator and Co-Principal Investigator of research grants funded by Research Grants Council in Hong Kong. He has been offered chances to present his work across the globe including Asia, Australia, North America, and Europe. He has published in top-tier peer reviewed journals on digital multimodal composing, computer-assisted writing and multimodal feedback, and digital multimodal pedagogies. He is Editor for Research Dissemination for TESOL Quarterly. He is on the editorial board for Journal of Second Language Writing, TESOL Quarterly, Assessing Writing, Linguistics and Education, and Journal of Asia TEFL. He supervises PhD, EdD, Masters, and undergraduates' research projects in relation to multimodality and multiliteracies/digital literacies. He also leads the Digital Multimodal Composing Interest Group at HKU to build up a community of researchers and practitioners who share an interest in multimodality and multiliteracies in second language education. He has delivered workshops in K-12 school contexts to integrate digital multimodal composing into the language curriculum for linguistically and culturally responsive English language learning for students of diverse backgrounds. 

 

Research interests:

Digital multimodal composing, bi/multilinguals' digital literacies, multimodality/multiliteracies in technology-supported L2 writing and feedback

 

For interested doctoral applicants in search of a research topic/direction, this Research Agenda article may be helpful: DOI: https://doi.org/10.1017/S0261444824000107

 

Teaching areas:

Second language acqusition, Digital literacies in the language curriculum, Qualitative research methods, Sociolinguistics and English language education

HKU Scholars in the Top 1%, ranked by Clarivate Analytics in the top 1% worldwide by citations, for their outstanding performance in at least one of the 22 research fields, 2024 (https://hub.hku.hk/local/top1pc/top1pc.jsp)

 

World's Top 2% Most-cited Scientists by Stanford University Ranking 2024 (Scopus)

 

Author of Top 10 most-cited papers published in TESOL Quarterly 2022-2023, Wiley, 2024

 

World's Top 2% Most-cited Scientists by Stanford University Ranking 2023 (Scopus)

 

Grand Prize Best Paper Award, Chongqing International Studies Association, China, 2023 (as corresponding author to the awarded paper)

 

Macao Humanities and Social Sciences Research Outstanding Achievement Award, 2022

 

Top 50 Reviewer for CALL (Computer Assisted Language Learning), 2022

 

“National Quality Online Open Course” Award, Ministry of Education, PRC.

 

Macao Talent Program Postdoctoral Fellowship, Macau SAR, China.

 

University Outstanding Research Paper, 2018

Preparing preservice English teachers to teach digital literacies: A qualitative case study in Hong Kong, Research Grants Council, GRF project, PI, project number: 17607324, HKD812,500, 2025-2027.

 

The impact of online social networking (OSN) practices on adolescents’ online identity and self-concept clarity (SCC): Patterns and mechanisms , Research Grants Council, GRF project, Co-I, project number: 18614624, HKD739,483, 2024-2025

 

Enhancing Multimodal Assessment Literacy of Teachers in Primary/Secondary Schools. Quality Education Fund (Thematic Network - Tertiary Institutes), The Education Bureau, HKSAR, Co-I, (2024-2025)

 

Using digital multimodal composing to promote linguistic and cultural collaboration between majority and ethnic minority students of English as a second language in Hong Kong, Research Grants Council, ECS project, PI, project number: 27613222, HK$ 723,144, 2023-2024

 

Youth digital literacy practices, online social networking and well-being: antecedents, patterns and interplay. Research Grants Council, GRF project, Co-I, project nubmer: 18607723, HK$820,226 (2024-2026)

 

Investigating Adolescents’ Digital Citizenship through Social Media: (Trans)Formation, Digital Literacy Practices and Influential Factors. Research Grants Council, GRF project, Co-I, project number: 18621622, HK$1,095,862 (2023-2025)

 

英语数字化合作续写模式的促学机制与效应研究 教育部人文社会科学研究规划基金项目 23YJA740047, CO-I, RMB20,000  

 

Preparing preservice English teachers for linguistically responsive teaching in Hong Kong: An ethnographic case study, Seed Fund for Basic Research, Seed Fund for basic research, HKU, PI, HK$150,000. 01.05.2022 -30.04.2024 (completed)

 

Youths' online civic participation through digital multimodal composing: A virtual ethnography, Faculty Research Fund, PI, HKU, HK$60,000, 2021-2022. (completed)

 

An integrated identity project for preparing interculturally competent foreign language teachers. TDG project at the University level, Co-PI: HK$626,600 (2020-2022) (completed)

 

Investigating the impact of feedback practices on the English writing motivation and writing performance of university students in the Greater Bay Area, Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Fund, 2020, Co-I (completed)

 

National Online Open Course Project Public Speaking in English, granted by Ministry of Education, China. 2018, RMB136,000. PI. (completed)

 

Outcome-based reform practice and research in public English education, Two-year project funded by Department of Education, Fujian, China. 2019, PI (completed)

 

A blended approach to curricular innovation: A case of public speaking in English, Two-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)

 

MOOC-mediated English teaching team building, Three-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)

 

English teachers’ strategies of employing multimodal resources in EFL teaching, Two-year project funded by Fujian 13th Five-Year Plan in Educational Science Research, Fujian, China. 2018,  PI. (completed)

Selected works 

  1. Jiang, L. (under contract). Digital multimodal composing in second language education. Cambridge University Press. 

  1. Jiang, L.* & Hafner, C. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching. 1-19, https://doi.org/10.1017/S0261444824000107  [*Corresponding author]  

  1. Jiang, L.*, Li. Z. & Leung, J. (2024). Digital multimodal composing as translanguaging assessment in CLIL classrooms. Learning & Instruction. 92, 101900, https://doi.org/10.1016/j.learninstruc.2024.101900  [*Corresponding author]  

  1. Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2022.100869 

International refereed papers 

Digital multimodal composing and multiliteracies 

  1. Jiang, L.* & Hafner, C. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching. 1-19, https://doi.org/10.1017/S0261444824000107  [*Corresponding author]  

  1. Jiang, L.*, Li. Z. & Leung, J. (2024). Digital multimodal composing as translanguaging assessment in CLIL classrooms. Learning & Instruction. 92, 101900, https://doi.org/10.1016/j.learninstruc.2024.101900  [*Corresponding author]  

  1. Jiang, L.*, Kam, H., & Ferguson, D. (2024). Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary English teachers. Educational Technology & Society, 27(3). https://doi.org/10.30191/ETS.202407_27(3).SP04 [*Corresponding author]  

  1. Jiang, L., Zhao, Y. & Lin, L. (2024). Scrutinizing video use in primary English classrooms. ELT Journal. https://doi.org/10.1093/elt/ccad056 

  1. Jiang, L. (2023). Multilingual youths’ digital activism through multimodal composing in the post pandemic era, Journal of Multilingual and Multicultural Development. Online advance. https://doi.org/10.1080/01434632.2023.2181353 

  1. Jiang, L.*, & Gu, M. M. (2022). Understanding youths’ civic participation online: a digital multimodal composing perspective. Learning, Media and Technology. https://doi.org/10.1080/17439884.2022.2044849 [*Corresponding author]  

  1. Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2022.100869   

  1. Jiang, L.*, & Gu, M. (2022). Towards a professional development model for critical digital literacies in TESOL. TESOL Quarterly, 56(3), 1029-1040. https://doi.org/10.1002/tesq.3138 [*Corresponding author]  

  1. Jiang, L., Yu, S., & Zhao, Y. (2022). Incorporating digital multimodal composing through collaborative action research: challenges and coping strategies. Technology, Pedagogy and Education, 31(1), 45-61. https://doi.org/10.1080/1475939X.2021.1978534   

  1. Jiang, L. (2022). Facilitating EFL students’ civic participation through digital multimodal composing. Language, Culture and Curriculum, 35(1), 102-117. https://doi.org/10.1080/07908318.2021.1942032   

  1. Jiang, L.*, & Gao, J. (2020). Fostering EFL learners’ digital empathy through multimodal composing. RELC journal, 51(1), 70-85. https://doi.org/10.1177/0033688219898565 [*Corresponding author]  

  1. Jiang, L., Yu, S., & Zhao, Y. (2020). An EFL teacher’s investment in digital multimodal composing. ELT Journal, 74(3), 297-306. https://doi.org/10.1093/elt/ccaa010   

  1. Jiang, L. & Ren, W. (2020). Digital multimodal composing in L2 learning: Ideologies and impact. Journal of Language, Identity & Education, 20(3), 167-182. https://doi.org/10.1080/15348458.2020.1753192   

  1. Jiang, L., Yang, M. & Yu, S. (2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing. TESOL Quarterly, 54(4), 954-979. https://doi.org/10.1002/tesq.566   

  1. Jiang, L., Yu, S., Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research, 25(4), 613-632. https://doi.org/10.1177/1362168819864975   

  1. Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40, 60-72. https://doi.org/10.1016/j.jslw.2018.03.002   

  1. Jiang, L. (2017). The affordances of digital multimodal composing for EFL learning. ELT Journal, 71(4), 413-422. https://doi.org/10.1093/elt/ccw098   

  1. Jiang, L.* & Luk. J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1-11. https://doi.org/10.1016/j.system.2016.04.001 [*Corresponding author]  

Digital/multilingual pedagogies and teacher/learner identities 

  1. Jiang, L., Zhang, X. & Mirhosseini, S. (2024). “Their first language is a resource sometimes”: Preservice English teachers’ preparedness for linguistically responsive teaching, Language, Culture & Curriculum. https://doi.org/10.1080/07908318.2024.2331523 

  1. Jiang, L., Zhou, N. & Yang, Y. (2024). Exploring student motivation and engagement in online English learning using virtual classrooms: The roles of online learning support, attitude and readiness. Education and Information Technologies.  https://doi.org/10.1007/s10639-024-12514-4 

  1. Jiang, L., N. Zhou, M. Gu, & X. L. (2024). Exploring student motivation and engagement in EMI: A latent profile analysis. Language and Education  https://doi.org/10.1080/09500782.2024.2311146 

  1. Zhang, Y. & Jiang, L.* (2024). A translanguaging perspective on multilingual identity construction of a native English-Speaking teacher on a Chinese social media platform, International Journal of Multilingualism. https://doi.org/10.1080/14790718.2024.2425975  [*Corresponding author] 

  2. Lai, C., Lyu, B., Jiang, L. & Gong, Y. (2024). Language teachers’ professional role Identities and classroom technology integration, Language Learning & Technology. 

  3. Zhang, X. & Jiang, L. *(2024). Enhancing bilingual students’ language learning through building parent-teacher partnerships. Language Teaching Research. https://doi.org/10.1177/13621688241236286   [*Corresponding author] 

  1. Gu, M., Jiang, L. & Chiu, M. (2024). Translanguaging, motivation, learning, and intercultural citizenship: A structural equation model of English Medium of Instruction students. International Journal of Intercultural Relations, 100, 101983, https://doi.org/https://doi.org/10.1016/j.ijintrel.2024.101983 

  1. Huang, E., Jiang, L.*, & Lai, C. (2024). Examining technological environment and learner autonomy from the sociocultural perspective. Modern Foreign Languages, 47(1), 50-62. [*Corresponding author] 

  1. Fang, F., Jiang, L.*, & Yang, J. (2023). To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses, Language Teaching Research. Online advance. https://doi.org/10.1177/13621688231183771   [*Corresponding author]  

  1. Zhu, G., Shen, L., Jiang, L., Yang, B., Shi, K., & Mena, J.(2023).“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China. Journal of Professional Capital and Community. https://doi.org/JPCC 10-2022-0056 

  1. Li, Q., Yu, S. & Jiang, L.* (2023). Exploring the motivational profiles of Macao Portuguese LOTE learners: A tale of eight local adult learners. Journal of Multilingual and Multicultural Development. Online advance. https://doi.org/10.1080/01434632.2023.2198994 [*Corresponding author]  

  1. Jiang, L., Gu, M. M., & Fang, F. (2022). Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review. Online advance, https://doi.org/doi:10.1515/applirev-2022-0062   

  1. Cai, Y., Fang, F., Sun, H., & Jiang, L. (2022). Unpacking identity construction and negotiation: A case study of Chinese undergraduate students’ social and academic experiences while studying abroad. System, 110. https://doi.org/10.1016/j.system.2022.102896   

  1. Zang, N., Cao, H., Zhou, N., Jiang, L., & Li, B. (2022). Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09719-1  

  1. Gu, M. M., Jiang, L., & Ou, W. A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research. https://doi.org/10.1177/13621688221117061  

  1. Zheng, L., Meng, H., Wang, S., Liang, Y., Nie, R., Jiang, L., Li, B., Cao, H., & Zhou, N. (2022).   Adolescents’ Family Socioeconomic Status, Teacher–Student Interactions, and Career   Ambivalence/Adaptability: A Three-Wave Longitudinal Study. Journal of Career Development. https://doi.org/10.1177/08948453221100549   

  1. Huang, E., Jiang, L., & Yang, M. (2021). The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language: an ecological perspective. Educational Technology Research and Development, 69(6), 3391-3412. https://doi.org/10.1007/s11423-021-10047-y [*Corresponding author]  

  1. Wang, W., & Jiang, L. * (2021). Writing on WeChat moments: Impacts on writing performance and learner autonomy. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1976799 [*Corresponding author]  

  1. Jiang, L., Meng, H., & Zhou, N. (2021). English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research, https://doi.org/10.1177/13621688211027459   

  1. Wei, C., Gu, M., & Jiang, L. (2021). Exploring family language policy-making in internal migrant families in contemporary China: Negotiating habitus, capital and the social field. Current Issues in Language Planning, 23(3), 296-318. https://doi.org/10.1080/14664208.2021.2013062   

  1. Ma. J. Yu, S., Reynolds, B, & Jiang, L. (2021). A qualitative investigation of Chinese students’ willingness to communicate in English in the graduate school classroom. English Language Teaching. 46(1), 77-98. https://doi.org/10.1007/s42321-021-00087-1   

  1. Wang, X., Jiang, L., Fang, F., & Elyas, T. (2021). Toward critical intercultural literacy enhancement of university students in China from the perspective of English as a lingua franca. Sage Open, https://doi.org/10.1177/21582440211027544   

  1. Gu, M., Li, Z. & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1914064   

  1. Jiang, L., Zang, N., Zhou, N. & Cao. H. (2021). English teachers’ intention to use flipped teaching: Interrelationships with competence need satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1846566   

  1. Jiang, L., Yuan, K. & Yu, S. (2021). Transitioning from pre-service to novice: A study on Macau EFL teachers’ identity change. The Asia-Pacific Education Researcher, 30(1), 11-21. https://doi.org/10.1007/s40299-020-00510-4   

  1. Yu, S., Jiang, L*. (2021) Early career English teachers’ professional commitment change: a Macau study. Asia-Pacific Journal of Teacher Education, 49(3), 319-333. https://doi.org/10.1080/1359866X.2020.1756221 [*Corresponding author]  

  1. Meng, H., Cao, H., Hao, R., Zhou, N., Liang, Y., Wu, L., Jiang, L., Ma, R., Li, B., Deng, L., Lin, Z., Lin, X., & Zhang, J. (2020). Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various activities. Journal of Behavioral Addictions, 9(1), 163-174. https://doi.org/10.1556/2006.2020.00004   

  1. Yu, S., Wang, Y., Jiang, L*., & Wang, B. (2021). Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau. Innovations in Education and Teaching International, 58(4), 462-472. https://doi.org/10.1080/14703297.2020.1784248   

  1. Cao, H., Liang, Y., Li, X., Zhu, L., Wu, L., Liu, H., Jiang, L., Zhou, N., * & Zhang, J. * (2020). Childhood maltreatment and affective symptoms and severity of drug addiction among Chinese male drug users: variable-centered and person-centered approaches. Journal of Aggression, Maltreatment & Trauma, 30(8), 1007-1027. https://doi.org/10.1080/10926771.2020.1796874   

  1. Huang, R. & Jiang, L*. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 47(6), 633-646. https://doi.org/10.1080/03055698.2020.1719387 [*Corresponding author]  

  1. Tsang, K. K., & Jiang, L. (2018). Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective. Schools: Studies in Education, 15(2), 228-246. https://doi.org/10.1086/699890   

  1. Jiang, L., He, C. & Zhao, Y. (2020). A narrative inquiry of teachers’ practice in using visual resources in textbooks. Global Education. 04, 68-84. [CSSCI, in Chinese]   

  2. Zhao, Y., Jiang, L. * & Huang, R. (2018). Investigating graded teaching reform from College English teachers' and students' experiences and perceptions, Higher Education Development and Evaluation, 34(6), 98-108. [CSSCI, in Chinese] [*Corresponding author]  

  3. Zhao, Y., & Jiang L. * (2018). Analyzing the instructional efficacy of MOOC-and-Cloud-class mediated flipped classroom: A case of English public speaking course, Journal of Jimei University, 6, 83-89. [in Chinese] [*Corresponding author]  

  4. Jiang, L. (2008). Utility of Art-based narrative inquiry in new teachers’ development, Journal of Chongqing Wenli University, 27(6), 104-107.                                                                                                                                      Technology supported second language writing, feedback and emotion 

  5.  Jiang, L. Yu, R., & Zhao, Y. (2024). Unpacking factors shaping machine translation use in L2 writing: A scoping review. Journal of Second Language Writing https://doi.org/10.1016/j.jslw.2024.101099 

  6. Jiang, L. Lee, I. & Yu, S. (2024). Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12578   

  7. Su, Q., Yang, Z. & Jiang, L. (2024). Leveraging academic English writing competence, self-efficacy, and anxiety through an EAP programme, The Asia Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00909-3 

  8. Li, J. & Jiang, L.* (2024). A longitudinal study of learner engagement with peer feedback giving in EFL writing. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2024.101391   [*Corresponding author]  

  9. Yu, S., Zhou, N., & Jiang, L.* (2024). Secondary students’ L2 writing motivation and engagement: The impact of teachers’ instructional approaches and feedback practices, Applied Linguistic Review. https://doi.org/10.1515/applirev-2022-020 [*Corresponding author] 

  10. Wang, X. Yu, S. & Jiang, L*. (2024). Investigating master’s students’ academic emotion in thesis writing: A positive psychology perspective, System. https://doi.org/10.1016/j.system.2024.103361   [*Corresponding author]  

  11. Zhang, L., Jiang, L.* (2023). The role of emotion in Chinese preschool teachers’ identity construction. Teaching and Teacher Education. 123, 104010, https://doi.org/10.1016/j.tate.2022.104010   [*Corresponding author]  

  12. Zhou, Y., Yu, S., Liu, B. and Jiang, L. (2022). "Examining the role of writing proficiency in students’ feedback literacy development", Applied Linguistics Review, Online advance, https://doi.org/10.1515/applirev-2021-0133  

  13. Yu, S., Jiang, L., Liu, C., & Zhou, N. (2022). Profiles of Chinese secondary students’ L2 writing motivation and engagement. Educational Psychology, 1-19. https://doi.org/10.1080/01443410.2022.2108765   

  14. Zheng, Y., Yu, S., Liu, C., & Jiang, L.* (2022). Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise. System, 109. https://doi.org/10.1016/j.system.2022.102870 [*Corresponding author]  

  15. Kuen Tsang, K., Jiang, L., & Zhu, G. (2022). Teacher Emotions in Chinese Societies: An Introduction to the Special Issue. Beijing International Review of Education, 4(1), 5-10. https://doi.org/10.1163/25902539-04010002   

  16. Li, F., & Jiang, L.* (2022). Understanding EFL Teachers’ Emotional Experience of Doing Research: A Review. Beijing International Review of Education, 4(1), 11-28. https://doi.org/10.1163/25902539-bja10008 [*Corresponding author]  

  17. Jiang, L. & Yu, S. (2021). Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis. The Asia-Pacific Education Researcher, 30(6), 509-518.  https://doi.org/10.1007/s40299-021-00583-9   

  18. Yu, S., & Jiang, L*. (2021). L2 university students’ motivational self-system in English writing: a sociocultural inquiry. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0110 [*Corresponding author]  

  19. Yu, S., Zheng, Y. Jiang, L.*, Liu, C. & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48. https://doi.org/10.1016/j.asw.2021.100528 [*Corresponding author]  

  20. Jiang, L., Yu, S., Zhou, N. & Xu, Y. (2021). English writing instruction in Chinese students’ experience: A survey study. RELC Journal. https://doi.org/10.1177/0033688220980227  

  21. Jiang, L., & & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329-1353. https://doi.org/10.1080/09588221.2020.1799824   

  22. Jiang, L., Yu, S. & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System, 93. https://doi.org/10.1016/j.system.2020.102302    

  23. Yu, S., Jiang, L., Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research. https://doi.org/10.1177/1362168820957024  

  24. Yu, S., & Jiang, L.* (2020). Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education, 44(1), 87-104. https://doi.org/10.1080/0158037X.2020.1781610 [*Corresponding author]   

  25. Yu, S., Xu, H., Jiang, L., & Chan, I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48. https://doi.org/10.1016/j.jslw.2020.100728   

  26. Yu, S., Jiang, L., Zhou, N. (2020). Investigating what feedback practices contribute to students' writing motivation and engagement in Chinese EFL context: A large-scale study. Assessing Writing, 44. https://doi.org/10.1016/j.asw.2020.100451   

  27. Zhang, L., Yu, S. & Jiang, L*. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103024 [*Corresponding author]  

  28. Zhao, Y., & Jiang, L.* (2017). An experimental study on a lexical chunk approach to English major students’ timed writing ability, Journal of Inner Mongolia Normal University, 7, 127-133. [in Chinese] [*Corresponding author]  

  29. Jiang, L., & Zhao, Y. (2012). Analysis of discourse relations in CET writings based on Treebank, Journal of Jimei University, 2, 115-120. [in Chinese]   

  30. Yu, W., & Jiang, L. (2005). Children's cognitive understanding of metaphors, Journal of Chongqing University, 6, 142-145 [in Chinese, CSSCI]  

Monograph/refereed book chapters  

 

  1. Jiang, L. (under contract). Digital multimodal composing in second language education. Cambridge University Press.  

  1. Ci, F. & Jiang, L. (forthcoming). AI and teacher emotions, In Tseng, K. (eds). Encyclopaedia of Education Innovation. Springer.  

  1. Li, M. & Jiang, L. (forthcoming). Research paradigms in CALL teacher education and professional development. In L. McCallum & D. Tafazoli (eds). The Palgrave Encyclopaedia of Computer-Assisted Language Learning. Palgrave.  

  1. Xie, L. & Jiang, L. (2024). Facilitating authentic and creative English as a Foreign Language expression through digital multimodal composing. In Lee, J., Zou, D., & Gu, M (eds), Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators. Palgrave Macmillan  

  1. Li, M., & Jiang, L. (2023). Digital multimodal pedagogy in teacher training. In R. Hampel & U. Stickler (eds.,) Bloomsbury handbook of language learning and technology. Bloomsbury.  

  1. Tsang, K., Jiang, L., & Qin, Q. (2020). Teachers’ positive emotions and student-related matters. In J. Jaworski (Eds), Advances in Sociology Research, (pp.65-93). New York: Nova Science Publishers, Inc.   

  1. Jiang, L. (2019). Conducting collaborative action research: Challenges and coping strategies. In K. K. Tsang, D. Liu, & Y. Hong (Eds.), Challenges and opportunities in qualitative research (pp. 111-123). Singapore: Springer.  

  1. Fang, F., & Jiang, L. (2019). Critical investigation of intercultural communication instruction: Building Mainland Chinese university students' critical language awareness and intercultural literacy. In B. L. Reynolds & M. F. Teng (Eds.), English literacy instruction for Chinese speakers (pp. 211-227). Singapore: Palgrave Macmillan.  

  1. Jiang, L., Zhao, Y., & Lin, Y. (2019). (eds). English grammar and sentence writing. Beijing: China Renmin University Press. (in Chinese)   

  1. Tsang, K. K., & Jiang, L. (2018). Sociological understandings of teachers' emotions in second language classrooms in the context of education/curricular reforms: Directions for future research. In J. D. M. Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 73-89). Switzerland: Springer.  

International commissioned book reviews 

  1. Cheng, H. & Jiang, L. (2022). Multimodal composing in K-16 ESL and EFL education: Multilingual perspective. [Book review]. Journal of Second Language Writing, https://doi.org/10.1016/j.jslw.2022.100959   

  1. Zhong, J. & Jiang, L. (2022). Reconceptualizing the writing practices of multilingual youth [book review]. Journal of Second Language Writing. 56, https://doi.org/10.1016/j.jslw.2022.100891   

  1. Zhong, J. & Jiang, L. (2021). Professional Development of CLIL Teachers [book review]. System, 101. https://doi.org/10.1016/j.system.2021.102570   

  1. Jiang, L. & Zhong, J. (2020). Re-positioning accent attitude in the global Englishes paradigm [book review]. Applied Linguistics. https://doi.org/10.1093/applin/amaa049   

  1. Jiang, L. (2020). English for research publication purposes: Critical plurilingual pedagogies [book review]. Journal of English for Academic Purposes, 43. https://doi.org/10.1016/j.jeap.2019.100827   

  1. Jiang, L. (2019). English in the disciplines: A multidimensional model for ESP course design [book review]. Journal of Second Language Writing, 44, 88-90. https://doi.org/10.1016/j.jslw.2019.03.001   

  1. Jiang, L. (2018). Discourse and identity on Facebook [book review]. Discourse and Communication, 12(2), 212-214. https://doi.org/10.1177/1750481317748688a   

  1. Jiang, L. (2018). Autonomous language learning with technology beyond the classroom [book review]. System, 75, 107-108. https://doi.org/10.1016/j.system.2018.05.005   

Editorial role:

Editor for Research Dissemination, TESOL Quarterly

 

Editorial board member:

Journal of Second Language Writing 

TESOL Quarterly

Assessing Writing

Linguistics and Education

Journal of Asia TEFL

Guest editor for the special issue on teacher emotions across greater China, Beijing International Review of Education, 2022

 

Doctoral supervision

PhD

Yunan, Zhang

Fengrui Ci

Xiaoyue Zhang

Hong Cheng

Sally Xie

Rong Yu

Darren Tang (Graduated)

EdD

Kate Wong

Xiaochen Yu

Jeff Pong

Dongjing Han (Graduated)

 

Doctoral thesis examination

External /Internal examiner

Weilun Chen, University of Nottingham, Ningbo

Lejia Liu, 2024 (Towards an instructional design model for supporting students' self-regulated learning and learning performance in flipped classrooms)

Yuhan Liu, 2024

Yaping Liu, 2024

Shihua, He, 2024

Mingyao Sun, 2024

Xiaoou Hong, 2024

Zhirui Liu, 2024

Tiffany He, 2024

Shiyu Wang, 2023

Guoyuhui Huang, 2023

Qinxu Jiang, 2022

Kuffy Ko, 2022

Gupta Kao, 2022

 

External examiner, UMOOCs blended teaching and learning: Exemplar cases selection, China University Foreign Language MOOC Alliance, December, 2020

External examiner, National Quality Courses Selection, Ministry of Education, PRC., July-August, 2020

Reviewer, 2023, 2024 conference of the American Association for Applied Linguistics,

Reading, Writing and Literacy Strand.

Language and Technology Strand. 

Second and Foreign Language Pedagogy Strand.

 

Book/Book proposal reviewer for Routledge, Springer, etc. 

Reviewer, 2024 conference of the American Association for Applied Linguistics, Language and Technology Strand, Classroom Discourse strand.

Reviewer, 2023 conference of the American Association for Applied Linguistics, Reading, Writing and Literacy Strand. Language and Technology Strand. 

Top 50 Reviewer for CALL (Computer Assisted Language Learning)

 

Adjudicators, Speak Up – Act Out Drama Competition, NET Section, Education Bureau, HK, March, 2024.

 

Ad-hoc Anonymous Reviewer for:

TESOL Quarterly;

TESOL Journal;

Journal of Second Language Writing;

Computer Assisted Language Learning;

Modern Language Journal;

Computers & Education;

Assessing Writing;

Language Teaching Research;

System;

Learning & Instruction;

Linguistics & Education;

ET&S;

ETR&D;

ReCall;

International Journal of Bilingual Education and Bilingualism;

Multilingua;

Teaching & Teacher Education;

The Asia Pacific Education Researcher;

Innovations in Language Learning and Teaching;

Journal of English for Academic Purposes;

English for Specific Purposes;

Journal of Language, Identity and Education;

Asia Pacific Journal of Education;

Computer-assisted Foreign Language Education (Chinese);

Global Education (Chinese);

Asia Pacific Journal of Education;

Critical Inquiries in Language studies

Journal of Research on Technology in Education'

RELC Journal;

...etc.

Invited Scholarly keynotes/Seminars/talks/Presentations

Jiang, L. (2024). Generative AI use and teaching STEAM to English learners in Hong Kong. Invited keynote/talk at 2024-2025 Tuen Mun District Primary Schools Joint Teacher Development Day. Hong Kong,

 

Jiang, L. (2024). Multimodal composing and digital literacies in the age of GenAI. Invited keynote at 2024 Doctoral Forum/Symposium Fudan University, Shanghai. 

 

Jiang, L. (2024). GenAI and digital literacies in higher education. Invited seminar/workshop for the visit of Hebei Province Delegation (Hebei Radio/TV University), Vice-president office for Mainland Research, The University of Hong Kong. August, 2024.

 

Jiang, L. (2024). Curricular reform for College English in higher education, invited seminar/presentation at International Symposium on Professional Development Workshop for Teachers of English as a Second/Foreign Language, Jimei University, China. July, 2024.

 

Jiang, L. (2024). Grant writing workshop, invited presentation, Faculty of Education, University of Hong Kong, Summer, 2024. 

 

Jiang, L. (2024). Digital literacies in language education in the era of GenAI, invited plenary at Symposium on Language Teachers’ Professional Development, Chongqing University, Chongqing, China, Summer, 2024.

 

Jiang, L. (2024). Digital literacies research in higher education in GenAI times, invited talk at Xiamen University, Xiamen, China, Summer, 2024.

 

Jiang, L. (2024). Career paths for PhDs/EdDs in education, invited presentation at Postgraduate Student Conferences, Faculty of Education, HKU, Hong Kong, June, 2024.

 

Jiang, L. (2024). Teaching English through digital multimodal composing, Invited talk at Knowledge exchange seminar hosted by LALE, HKU, Hong Kong, June, 2024.

 

Jiang, L. (2024). Designing assessment with multimodality, Invited talk at HKU-NIE Joint Webinar, Hong Kong, May, 2024

 

Jiang, L. (2024). New literacies research and language teacher professional development in GenAI times, invited talk at HKU for the visit of Tin Ka Ping Foundation Delegation, Hong Kong, May, 2024.

 

Jiang, L. (2024). Revisiting language education in AI times. Invited talk at HKU for the visit of Suzhou Education Bureau Delegation, Hong Kong, May, 2024.

 

Jiang, L. (2024). New Chinglish for playfulness and creativity. Invited talk at Wuyuan Experimental School, Xiamen, China. April, 2024

 

Jiang, L. (2024). Videos in language classrooms: A social semiotic perspective. Academic unit of language and literacy education, University of Hong Kong. March, 2024. 

 

Jiang, L. (2024). Digital multimodal composing in the wild. Invited seminar, City University of Hong Kong, Kowloon, Hong Kong. February, 2024. 

 

Jiang, L. (2024). Pride and priorities of digital multimodal composing research. Invited talk, National Institude of Education (NIE), Nanyang Technological University, Singapore. January, 2024.

 

Jiang, L. (2023). Researching on digital multimodal composing in applied linguistics: Issues on feedback, assessment, translanguaging, and literacies. Invited speech, Sun Yat-Sen University, Guangzhou, China, December, 2023.

 

Jiang, L. (2023). Researching on digital multimodal composing in applied linguistics: From linguistic benefits, task design, to teacher training. Invited speech, Sun Yat-Sen University, Guangzhou, China, December, 2023

 

Jiang, L. (2023). Qualitative coding: Theoretical underpinnings and practical guides. Invited seminar, South China Normal University, Guangzhou, China, December, 2023.

 

Jiang, L. (2023). Digital multimodal composing in LSP classrooms: A research agenda. Invited panel presentation at, 7th LSPPC conference, Zaragoza, Spain, June, 2023

 

Jiang, L. (2023). Multimodal composing for multilingual youth's digital activism in the post pandemic era. Invited keynote, National Research Center-Foreign Language Policy and Planning (NRC-FLPP), Shanghai, China. May, 2023

 

Jiang, L. (2023). AI assisted writing tools for second language writing teachers. Invited talk, Hong Kong PolyUCC, Hong Kong, May, 2023.

 

Jiang, L. (2023). Doing fieldworks in sociolinguistics and language education. Invited keynote/seminar, School of Foreign Languages, Jimei University, China, April, 2023. 

 

Jiang, L. (2023). Gaining grit for the ground: Field methods in language studies. Invited Keynote and Webinar, Mindanao State University, Iligan Institute of Technology (MSU-LLT), Iligan, Lanao del Norte, Philippines,  March, 2023. 

 

Jiang, L. (2022). What do we teach when teaching with digital multimodal composing. Invited talk at Humanities Distinguished Lecture Series of Chongqing University, 90th Anniversary of College of Foreign Languages, Chongqing University, China. December, 2022.  

 

Jiang, L. (2022). Computer supported language education in the post pandemic era: A digital multimodal composing perspective.  Technoloyg empowered foreign language education lecture series, School of Foreign Studies, Shanghai University of Finance and Economics. July, 2022. 

 

Jiang, L. (2022). EFL students' civic participation, digital citizenship and digital multimodal composing. 2022CCEF Cambridge China Education Forum, invited talk. June, 2022. 

 

Jiang, L., Reichert, F., & Zhang, C. (2022). Forum Discussion, Research Postgraduate Conference, Faculty of Education, The University of Hong Kong. May, 2022.

 

Jiang, L. (2022). Digital multimodal composing in TESOL. Invited keynote, The 13th Harvard China Education Symposium. April, 2022.

 

Jiang, L. (2022). Engaging students with video making: A tale of two EFL teachers in Hong Kong. Public  lecture talk, Education University of Hong Kong, February, 2022.

 

Jiang, L. (2021). Towards a professional development for critical digital literacies in TESOL. Invited keynote, The 2021 International Conference on Artificial Intelligence and Technology-enhanced Language Learning Together with the Post-Graduate Academic Forum, Shanghai, November, 2021.

 

Jiang, L. (2021). Pathway to culturally sustaining L2 writing instruction: A digital multimodal composing view. invited talk, EFL teacher education and development symposium in Greater Bay Area 2021, Guangzhou, China. September, 2021. 

 

Jiang, L. (2021). From automated feedback to automatic feedback research: A sociocultural perspective, invited talk, Xiamen Medical College, July, 2021

 

Jiang, L. (2020). Multimodal text production in language teaching. English School Foundation, Hong Kong Symposium on Multimodality and Language teaching, invited talk, October, 2020

 

Jiang, L. (2020). Automated feedback in L2 writing, Invited speech, International Symposium on

 

Classroom Second Language Acquisition Research in China，China Second Language Acquisition Association，Shanghai Foreign Language Education Press；Shanghai，October, 2020

 

Jiang, L. (2020). Becoming a researcher: Challenges and advice for novice researchers and postgraduate research students, invited talk, Chongqing University, September, 2020

 

Jiang, L. (2020). Blended instructional reform and pedagogic design: A case study of National Online Open Course, invited speech, Service Training (Beijing) Education Technology Academy, October, 2020

 

Jiang, L. (2020). National Quality Courses in English language teaching, invited speech, Xiamen University of Technology, July, October

 

Jiang, L. (2020). MOOC- and SPOC-mediated pedagogic design and implementation, invited speech, Foreign Language Teaching and Research Press, Beijing, May, 2020

 

Jiang, L. (2018). A new literacy approach to critical reading in secondary English classrooms. Presented for Xiamen Xiang’an Educational Bureau, July, 2018.

 

Jiang, L. (2018). Online course development and the building of online learning community. Presented for Teacher Development Center, Jimei University, December, 2018.

 

Jiang, L. (2018). Conducting qualitative research: Five major approaches. Workshop Series for Reprinted Information Center for Social Science of Renmin University, November, 2018.

 

Jiang, L. (2018). An EFL teacher’s engagement with MOOC: Challenges and coping strategies. Presented for FLTRP at the National Foreign Language Education Forum, March, 2018.

 

Jiang, L. (2017). Digital multimodal composing in English language education: Theory and practice. Presented for Teacher Development Center, Chongqing University, September, 2017.

 

Conference Presentations

Jiang, L., (2024). Preparing preserivce English teachers to teach digital literacies. Invited presentation at Symposium of Digital literacies, AILA 2024, Kuala Lumpur, Malaysia

 

Jiang, L. (2024). Self-directed learning through digitial multimodal composing: A tale of two English language teachers. AAAL 2024, Houston, U.S. March, 2024.

 

Jiang, L. (2022). Facilitating self-directed language learning during the pandemic through digital multimodal composing, Conference Proceedings of the 1st APSCE International Conference on Future Language Learning (ICFULL) 2022. Hong Kong:
The Education University of Hong Kong. July, 2022. 

 

Jiang, L. (2021). Chinese netizens’ digital multimodal composing during the pandemics: Implications for civic engagement education, 6th International Conference Asia-Pacific LSP & Professional Communication Association, City University of Hong Kong, Hong Kong, June, 2021

 

Jiang, L. (2021). A multimodal composing approach to language teaching: What, why, and how, Public Lecture Series, Education University of Hong Kong, Hong Kong. January, 2021

 

Jiang, L. (2020). Qualitative data analysis: Problems and strategies, Invited talk, Faculty of Education, Beijing Normal University, December, 2020

 

Jiang, L. (2020). Deep learning in blended and flipped teaching: Pedagogic design and improvement, invited speech, North Minzu University, Ningxia, China, December, 2020

 

Jiang, L. (2020). Automated feedback in second language writing: Sociocultural perspective, Invited speech, Jimei University, Xiamen, China, December, 2020

 

Jiang, L. (2019). The impact of automated feedback upon L2 writing instructors’ feedback practice. National Symposium of Foreign Language Education, Xiamen, China.

 

Jiang, L. (2018). EFL Teachers’ engagement with digital multimodal composing in EFL classrooms. Asia TEFL 2018, Macau, China.

 

Jiang, L. (2018). The affordances of multimodal composing for students’ identity and investment in EFL writing. International Conference on Teaching and Researching EFL Writing in China (CEFLW), Nanjing, China.

 

Jiang, L. (2017). Teacher engagement with MOOC in language teaching. ELT symposium by FLTRP, Beijing, China.

 

Jiang. L. (2016). The challenges of using multimodal composing to facilitate learner investment. 2016 American Association of Applied Linguistics [AAAL] Annual Conference. Orland, USA.

 

L. (2014). Mediating EFL students’ English learning investment through multimodal composing in China. 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.

 

Jiang, L. (2014). Learner investment and multimodal composing. Doctoral school summer conference, Institute of Education, University of London, London, UK.

 

Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment in English learning: Chinese EFL learners' perceptions. The 5th Annual Conference of Hong Kong Association for Applied Linguistics, HK.

 

Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment: Chinese College English teachers' perceptions. The 7th International Conference on Multimodality, Hong Kong Polytechnic University, HK.

 

Jiang, L. (2012). Beyond language: The role of multimodality in English language education, Postgraduate Research Conference, Faculty of Education, HKU, HK

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